Workforce Preparation Research Articles

A Systematic Approach in Developing Management Workforce Readiness for Digital Health Transformation in Healthcare.

The COVID-19 pandemic has sped up digital health transformation across the health sectors to enable innovative health service delivery. Such transformation relies on competent managers with the capacity to lead and manage. However, the health system has not adopted a holistic approach in addressing the health management workforce development needs, with many hurdles to overcome. The objectives of this paper are to present the findings of a three-step approach in understanding the current hurdles in developing a health management workforce that can enable and maximize the benefits of digital health transformation, and to explore ways of overcoming such hurdles. A three-step, systematic approach was undertaken, including an Australian digital health policy documentary analysis, an Australian health service management postgraduate program analysis, and a scoping review of international literatures. The main findings of the three-step approach confirmed the strategies required in developing a digitally enabled health management workforce and efforts in enabling managers in leading and managing in the digital health space. With the ever-changing landscape of digital health, leading and managing in times of system transformation requires a holistic approach to develop the necessary health management workforce capabilities and system-wide capacity. The proposed framework, for overall health management workforce development in the digital health era, suggests that national collaboration is necessary to articulate a more coordinated, consistent, and coherent set of policy guidelines and the system, policy, educational, and professional organizational enablers that drive a digital health focused approach across all the healthcare sectors, in a coordinated and contextual manner.

What workforce preparation is required for successful implementation of nurse prescribing under supervision?

<h2>ABSTRACT</h2><h3>Background</h3> Nurse prescribing is proposed globally in a variety of models in an attempt to meet health needs of the growing population. Providing appropriate preparation, knowledge, and supported skill development commensurate with this expanded scope has been identified as a key component to the successful adoption of this practice change. <h3>Aim</h3> To explore nurses' preferences for the educational preparation and support required to maximise uptake of expanding nursing practice to include prescribing according to a supervised model. <h3>Methods</h3> A cross-sectional online survey, tested for face and content validity, was distributed to registered general nurses across Australia excluding nurse practitioners, enrolled nurses, and student nurses between March and July 2021. Quantitative data relating to demographics, nursing experience, and educational requirements to become a prescriber were analysed descriptively. Pearson χ² tests were used to examine associations between participant demographics and preferences for education. Binary logistic regression was used to further examine whether demographic factors were significant predictors of educational preferences. Open-ended responses were analysed using content analysis techniques. <h3>Findings</h3> There were 4,424 surveys completed by nurses from all jurisdictions. More than half of (n=2,907,65.7%) respondents considered that education should be delivered by health services in conjunction with universities using a blended approach with workplace integrated practice. Respondent's desire authorised prescriber support and a multidisciplinary approach for successful adoption. The most frequently reported (n=3,523, 79.6%) factor influencing the desire to undertake a specific program was course accreditation at a national level and contribution to a formal qualification. χ² tests showed significant associations between participants characteristics and educational preparation factors; however, logistic regression showed a similar trend for all educational preparation items with no significant effect of age group, qualification, years of experience or state groups. <h3>Discussion</h3> Implementation of an expanded scope of practice to include prescribing under the supervision of an authorised prescriber requires a nursing workforce prepared to undertake further education and authorised prescriber's support. Nurses seek a rigorous national educational program delivered in collaboration with colleagues. <h3>Conclusion</h3> Health services planning to expand nursing practice to include prescribing should consider issues raised in this study. The findings highlight areas for future research and actions to optimise uptake of this new nursing role.

Ready or Not, Here Comes the Digitalization: Assessment of Workforce Readiness and Change Perception

The digital world is an indispensable reality of the new century. While technical aspects for transformation are heavily evaluated, the readiness of human resources for digital transformation is not handled as a basic change management principle. This study aims to enrich the literature by determining the perception of the readiness for a digital change of individuals. The purpose of the study is to investigate the factors that have a direct association with the readiness of the workforce during the digitalization process. The vast majority of the digital integration efforts are aimed at increasing digital maturity levels. However, in order to ensure human resources’ participation in a digital transformation, it will be useful to measure their perception of readiness for digitalization and develop strategies that will enable participation. Therefore, this research will be a guide in the journey of digital change management of the workforce. Structural Equation modelling has been used to analyse the data. The research sample consisted of 460 participants that implement a digital restructuring process in companies. The results of the research evaluated, indicate that an individual’s readiness for digital transformation is related to their perceived self-efficacy, need for change, management support and the benefit for the organization, and they are all like wheels in a machine wheels working for a successful digital transformation of workforce.

Master of Public Health Education in the United States Today: Building Leaders of the Future.

For decades, there have been calls to action to change the status quo of public health education in the United States to respond to workforce needs and help reinforce capacity. During the last 10 years, schools and programs of public health have planned and implemented programmatic and curricular changes. This study explored the focus of master of public health (MPH) education in the United States today. We used a 3-phase mixed-methods study to compile data to describe the current state and focus of MPH education in the United States via survey data collection (November-December 2019), semistructured interviews (January-February 2020), and document reviews. Survey responses represented at least 43% (93/215) of eligible MPH programs in the United States. Most respondents (86%, 99/115) reported that the primary focus of MPH education in the United States is to prepare graduates for public health practice and employment linked to public health, and 54% (59/109) reported that their MPH programs adopted this focus in the last 5 years. MPH programs invested in student learning, competence development, and supporting workforce readiness, including a focus on leadership abilities. Programs noted that they seek to develop strategic thinkers and engaged leaders with abilities to understand and address emergent public health needs. Public health education in the United States is in a period of change. MPH programs reported responding to workforce needs by closing gaps in workforce capacity and developing compassionate and professional leaders who can understand needs, collaborating with communities, and facilitating action that will ameliorate health disparities and promote social injustice by practicing public health in new ways.

Public health in undergraduate nursing education and workforce readiness.

Student engagement with the community is a cornerstone of undergraduate nursing education in Canada. Working with community from perspectives of social justice, health equity, advocacy, and political action are essential for workforce readiness. We suggest that the erosion of public health theory and clinical courses in baccalaureate nursing programs undermines the potential capability of nurses to address the intersectionality of the social determinants of health. The impact of the COVID-19 pandemic on populations further demonstrates inequities, particularly among marginalized populations. Public health nursing education supports students' understanding about the health impacts of social injustice, how systemic racism is embedded in colonial and Eurocentric structures, and practices of superiority and privileges.We, as a national group of public health nursing educators, set out to investigate how existing guidelines and competencies support public health in undergraduate education across Canada. Results from a national questionnaire of educators, and of PHN leaders on new graduate practice readiness are presented. Questionnaire responses confirm an erosion of PHN theory and practice in baccalaureate nursing education (BNE) curricula. The results of the questionnaires combined with evidence of PHN since the global pandemic provide educators and practitioners more insight to inform future directions to respond to workforce readiness.

Do students develop teamwork skills during geoscience fieldwork? A case study of a hydrogeology field course

Teamwork has been identified as an essential employability skill and learning outcome in the geosciences, especially during fieldwork. Although specific teamwork skills have been identified in prior research, few studies to date have addressed how students develop or use these skills during their educational preparation in science, technology, engineering and mathematics (STEM) disciplines, including the geosciences. In this paper, we use a descriptive, qualitative embedded, single-case study to explore how geoscience students develop teamwork skills during a hydrogeology field course in the absence of any explicit instruction about teamwork, using a theoretical lens of input-process-output taxonomy of teamwork skills. We collected data using the Geoscience Teamwork Observation (GTO) protocol and verified findings against focus group discussions held after each week of team observations. We identified that students do use a wide range of teamwork skills in the absence of instruction on teamwork, and these skills changed across different teams and under different contexts during fieldwork. Student teams most frequently used skills of communication, leadership, peer-mentoring and teaching, and coordination. Skills related to goal identification, information synthesis and organizational management were utilized least often. We recommend instructional strategies that explicitly treat teamwork skills as learning outcomes, prior teaching of teamwork as part of fieldwork, and using observations as a strategy for teaching and assessing teamwork during fieldwork. We also provide a shared approach for evaluating teamwork skills to enhance workforce preparation and draw attention to key issues relating to creating effective teamwork outcomes during fieldwork.

Surviving adversity: personal and career resilience in the AEC industry during the COVID-19 pandemic

This study aimed to explore the personal and career resilience of project management practitioners working in the Architectural, Engineering, and Construction (AEC) industries and their organizational support in the context of the COVID-19 pandemic. The global pandemic offered a unique opportunity to explore resilience both as a state (using quantitative scales) and as a process (using qualitative responses) in the context of a shared transboundary disturbance in normal routines. A mixed methods approach was used to triangulate quantitative and qualitative data from an online survey which included established scales and open-ended questions. Informed by a total of 121 valid survey responses, hierarchical regression analysis of the scales provided insights into the relationship between career and personal resilience and how personal resilience contributed to greater career resilience and the ability to positively adapt to the pandemic’s consequences. The quantitative analysis was complemented by a thematic analysis of the open-ended responses to identify the forms of organizational support that were important for resilience building during the pandemic. Organizational resources, such as training, mentoring, increased communication, and greater management support fostered employee adaptation to the pandemic shock. Evidence-based recommendations are made for AEC organizations to facilitate better workforce preparation for future adversities through providing effective resilience-promoting support mechanisms. The findings add to the body of knowledge by providing a better understanding of the importance of personal and career resilience and the role of organizational support in the process of resilience-building during adversities.

Is the Australian nursing workforce ready to embrace prescribing under supervision? A cross-sectional survey.

The aim was to explore nurses' preparedness to expand their practice to prescribe medicines under a supervision model. This was a cross-sectional study. A convenience sample of Australian nurses recruited from memberships of State-based Nursing and Midwifery Unions and professional bodies from diverse care settings. Nurses undertook an online researcher-constructed survey between March and July 2021 to identify current prescribing practices, motivations for undertaking education in prescribing and perceived barriers to implementation of nurse prescribing under supervision. Data related to demographics, nursing experience and barriers to becoming a prescriber were analysed descriptively. Logistic regression was used to model nursing experience variables with desire to become a prescriber. A total of 4424 nurses participated with the majority (n=3645, 82%) reporting they were highly likely to expand their practice to prescribe medicines under supervision. The main motivations to prescribe were to enhance patient care and job satisfaction. Nurses were more likely to want to prescribe if they had <10 years experience (95% CI=0.3-0.5, p < 0.001), held a bachelor's degree (95% CI=1.3-2.2, p < 0.001) or higher qualification (95% CI=1.8-2.9, p < 0.001). Most reported lack of acknowledgement of increased responsibility and workloads (n=4098, 93%), and insufficient organizational support (n=4197, 95%) may prevent uptake of nurse prescribing. Most Australian nurses demonstrated their preparedness to embrace the role of prescribing under supervision. The perceived barriers identified in this study can inform future implementation of this expanded nursing role. The Nursing and Midwifery Board of Australia has proposed a standard of practice to enable nurses to prescribe under supervision. Models of nurse prescribing are being considered globally to address population needs. Successful adoption of this practice is dependent on aspects such as key personnel's acceptance of the initiative. The workforce readiness and barriers highlighted in this study can inform implementation at policy and organizational levels.

Increasing Exposure to Primary Care Nursing Through Curriculum Revision and an Innovative Nursing Minor.

The changing health care environment dictates a workforce competently trained to address chronic health care issues particularly in primary care settings. Curriculum analysis identified deficits in primary care education and the need to create academic opportunities that bridge the gap between primary health care needs and nursing preparation. An existing academic-clinical partnership was leveraged to create a primary care minor for BSN students designed to provide a comprehensive adjunct to the traditional baccalaureate nursing curriculum. A total of 19 credits and 150 clinical hours are necessary to complete the minor. Additionally, the BSN curriculum was revised to include primary care for all students. A total of 45 students and 26 preceptors have participated in the elective courses. Eight students have completed the minor with 11 additional students in the final course. A nursing curriculum with increased primary care exposure may improve workforce preparation and address health care needs.

THE FUTURE OF WORK FROM HOME (WFH) POST COVID-19

The pandemic situation created by COVID-19 around the world made the professionals to immediately switch to work from home (WFH) pattern. With no other option in hand, WFH worked wonders for keeping the business running. Eventually, as the situation became better, certain companies started calling back their employees to office. This study focuses on understanding the future of the WFH pattern once the COVID-19 situation is completely over. Research problem of the study focuses on how smoothly companies managed work from home pattern during COVID-19 and how would it affect the possibilities of its continuation post COVID-19. Based on the literature study, a proposed model is designed which highlights key changes for effective implementation of WFH viz. Updated HR Policies, Work Space Arrangement, Employee Tracking System, Leadership Development, and Realistic Target and Deadline. It also highlights the future benefits of WFH viz. Cost Control, Business Enhancement, Retention, Employee Happiness and Future workforce Readiness.

A New Baseline: Master of Public Health Education Shifting to Meet Public Health Needs.

Schools and programs of public health have been preparing graduates to join the workforce for a century, but significant gaps in numbers and abilities exit. Many have called for a change to the status quo, to transform public health education to create a competent workforce able to address current and emergent needs. This study explored if Master of Public Health (MPH) programs have shifted their program design, curriculum, and/or instructional methods (instructional design), and if so, how and why. A sequential mixed-methods study. MPH programs accredited by the Council on Education for Public Health, and approved applicants. Some 43% of accredited MPH programs in the United States (n = 115) responded to the online survey (open November 21, 2019-December 20, 2019), providing a representative sample. Stratified purposeful sampling was used to select 8 MPH programs for follow-up semistructured interviews. Categorical and qualitative data were analyzed for trends, association, and themes. Degree of, types of, and reasons for shifts in MPH program instructional design considered and implemented. MPH programs in the United States have shifted their approaches and curriculum to meet identified and emergent workforce needs. In the last 5 years, 81% made changes to program design (focal competencies, admissions, graduation criteria), 88% to curriculum (added or removed courses, changed course content), and 65% to pedagogical methods (where and how learning is supported). Despite concerns about stagnation, MPH programs have shifted to competency-based education aligned with workforce needs, have adapted approaches to support diversity of future workers, and are focused on bolstering workforce readiness. These changes were made to enhance focus on knowledge acquisition, skills building, and professionalism, factors recognized as critical for success, and facilitate more engaged pedagogical strategies, working with communities for impact.

PENGARUH PENGALAMAN ON THE JOB TRAINING (OJT), KEMAMPUAN MEMASUKI DUNIA KERJA, INFORMASI MEMASUKI DUNIA KERJA TERHADAP KESIAPAN DUNIA KERJA (STUDI KASUS SISWA KELAS XII SMK MUHAMMADIYAH ULUJAMI PEMALANG JURUSAN OTOMOTIF TKR )

This study aims to examine the effect of On The Job Training (OJT) experience, motivation to enter the workforce and work world information on workforce readiness. The research was conducted at the Nusa Mandiri Vocational School, Automotive Department (TBSM) Pemalang.&#x0D; population taken was all students of class X11 of Muhammadiyah Vocational School of Automotive (TKR) Pemalang, totaling 120 students using the saturated sample method. Data collection was done by interview and questionnaire. The analysis technique used in this study is multiple linear regression using SPSS (Statistical Product and Service Solutions) version 20 program used to analyze data.&#x0D; Based on the results of this study indicate that, (1) the experience of On The Job Training (OJT) significantly influences the readiness of the workforce. (2) motivation to enter the workforce does not have a significant effect on workforce readiness. (3) ability about the world of work has a significant effect on the readiness of the world of work. (4) On the Job Training (OJT) experience, motivation to enter the workforce and simultaneous workforce information have a significant effect on workforce readiness.

An Exploration of Employer Participation in Internships and Other Work-Based Learning Experiences

Research shows that employers play a key role in work-based learning (WBL) programs such as internships but are seldom involved in conversations around the topic (Greenfield &amp; Stevens, 2018). While the benefits of work-based learning are well documented, employers are often unaware of the benefits they would receive from participating in an effort to strategically link education and workforce preparation (Greenfield &amp; Stevens, 2018). This study qualitatively examined the experiences of employers that provide work-based learning opportunities, primarily internships, for postsecondary students. Findings illuminated the importance of developing and maintaining strong community partnerships and establishing recruitment pipelines. The results also indicated that lack of information impedes growth, virtual experiences are essential, and financial constraints impact participation.

Internationalization of Medical Education - Motivations and Formats of Current Practices.

PurposeThe COVID-19 pandemic has demonstrated the importance for medical professionals to engage in work transcending national borders and to deeply understand perspectives of health in other countries. Internationalization of medical education can play a key role to that end, by preparing culturally competent and globally conscious medical healthcare professionals.The aim of this scoping review is to identify current practices and formats in internationalization in medical education, which to date has received sparse academic attention. The need for this review is heightened amid COVID-19 where a clearer understanding of current internationalization efforts can inform more effective practice. We also explore if the motivations driving internationalization activities in medicine align with current practice and formats based on a framework of thematic categories found in the field of international higher education. In addition, we identify gaps in existing research.MethodsUsing a scoping review, an international and interdisciplinary research team employed a comprehensive search strategy to identify publications on existing efforts in IoME, published from January 1, 2000, to December 31, 2020, in Scopus, PubMed/Medline, Google Scholar, and Web of Science. Inclusion/exclusion criteria were applied to identify relevant data from publication titles, abstracts, and main texts, which were subsequently summarized. Coding schemes were developed based on models for comprehensive internationalization in higher education.Results350 articles met the inclusion criteria. Most articles originated from the high-income countries of the Global North and accounted for a literature base favoring perspectives and understandings that were typically representative of this region. Whereas motivations for internationalizing medical curricula in high-income countries were generally rooted in a model of social transformation/justice/health equity, drivers relating to competition and workforce preparation were common in the low- and middle-income countries.Importantly, the motivations driving internationalization activities generally did not align well with reported internationalization formats, which included student mobility, international curricula at home, and global partnerships. There was a disconnect between what medical curricula/professionals hope to accomplish and the reality of practice on the ground.Discussion and ConclusionThere is a need for a common definition of internationalization of medical education and a more balanced and unbiased literature base, capturing the full spectrum of internationalization activities existing in both the Global North and South. International partnership frameworks need to equally benefit institutions of both the Global North and Global South. Currently, institutions in the low- and middle-income countries generally cater to the needs and interests of their high-income counterparts. There are concerns about student mobility from high-income countries to low- and middle-income countries. Finally, medical education should be more inclusive and all medical students should gain access to international perspectives and experiences.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-022-01553-6.

Using household grants to benchmark the cost effectiveness of a USAID workforce readiness program

We use a randomized experiment to benchmark a workforce training program to cash transfers in Rwanda. Conducted in a sample of poor and underemployed youth, this study measures the impact of the training program relative not only to a control group, but also to the counterfactual of simply disbursing the cost of the program directly to beneficiaries in cash. The training program was successful in improving a number of core outcomes, including productive hours, assets, savings, and subjective well-being. However, cost-equivalent cash transfers move all these outcomes as well as consumption, income, and wealth. At cost-equivalent levels, cash transfers prove superior across a number of economic outcomes, while training outperforms cash only in the production of business knowledge. Above cost-equivalent levels, we see limited benefits from increasing cash transfer amounts; going from $410 to $750 generates few benefits and an apparent decrease in labor hours. There is a surprising absence of complementarity between human and physical capital interventions, with an arm receiving both interventions doing slightly worse than what we would expect from the independent impacts of each of the two, though given diminishing returns to cash this combined arm outperforms a cash transfer of approximately equal cost. Heterogeneity in impacts and spillover effects are limited, suggesting that the relative impacts of these interventions will be similar across different targeting rules and saturation levels within this population.

Lessons learned from academic medical centers' response to the COVID-19 pandemic in partnership with the Navajo Nation.

IntroductionStructural forces that drive health inequalities are magnified in crises. This was especially true during the COVID-19 pandemic, and minority communities were particularly affected. The University of California San Francisco and Health, Equity, Action, Leadership Initiative jointly sent volunteer teams of nurses and doctors to work in the Navajo Nation during the COVID-19 pandemic. This presented an opportunity to explore how academic medical centers (AMCs) could effectively partner with vulnerable communities to provide support during healthcare crises. Therefore, the aims of this study were to describe volunteers’ perspectives of academic-community partnerships by exploring their personal, professional and societal insights and lessons learned based on their time in the Navajo Nation during COVID-19.MethodsWe recruited key informants using purposeful sampling of physicians and nurses who volunteered to go to the Navajo Nation during the spring 2020 COVID-19 surge, as well as hospital administrators and leaders involved in organizing the COVID-19 efforts. We used in-depth qualitative interviews to explore key informants’ experiences pre-departure, during their stay, and after their return, as well as perspectives of the partnership between an AMC and the Navajo Nation. We used thematic analysis to systematically identify, analyze and report patterns (themes) within the data.ResultsIn total, 37 clinicians and hospital administrators were interviewed including 14 physicians, 16 nurses, and 7 health system leaders. Overall, we found 4 main themes each with several subthemes that defined the partnership between the AMC and the Navajo Nation. Mission and values incorporated civic duty, community engagement, leadership commitment and employee dedication. Solidarity, trust and humility encompassed pre-existing trust, workforce sustainability, humility and erasure of ‘savior narratives.’ Coordination included logistical coordination, flexibility, selectivity of who and what traveled to the response and coordination around media response. Workforce preparation and support encompassed understanding of historical context and providing healthcare in limited settings, dangers of inadequate preparation and the need for emotional support.ConclusionThis study provides guidelines which AMCs might use to develop and improve partnerships they have or would like to develop with vulnerable communities. These guidelines may even be broadly applied to partnerships outside of a pandemic response. Importantly, such partnerships need to be built with trust and with an eye towards sustainability and long-term relationships as opposed to ‘medical missions’.

Workforce readiness for Industry 4.0 from the perspective of employers: Evidence from the Czech Republic

The purpose of this paper is to explore to what extent industry representatives deem employees’ readiness as satisfactory for the implementation of Industry 4.0 elements, to determine how the availability of related positions in the market is perceived and, on that basis, to identify the implications for the education system in terms of structure and content. Mixed research of an exploratory sequential design was used. Analyses of in-depth semi-structured interviews ( n = 41) were carried out, followed by quantitative data collection ( N = 146) through survey items corresponding to formalized research questions. The findings revealed that the set of skills suggested by other researchers as key for implementing Industry 4.0 and ensuring future competitiveness was not recognized as currently necessary or missing by the respondents. Although the respondents appreciate the importance of personal characteristics like responsibility, loyalty, communication skills, and other soft skills, these characteristics and skills are often missing. Respondents from high-tech industries tend to perceive more significant gaps in STEM education and skills. Implications for the education system in terms of its content (STEM and soft skills) and structure (organization of technical education and lifelong learning) are suggested.

Developing Entry-Level Communication Skills: A Comparison of Student and Employer Perceptions

Persistent concerns about college graduates’ foundational skills for workforce preparedness compels educators to continue exploring ways to address them. Although effective communication is widely regarded as essential for entry-level professionals, which skills matter most may vary. Employers’ satisfaction with communication skills also shifts over time. This study compares regional employers’ and undergraduate business majors’ satisfaction with given communication skills and their perceptions about various skills’ importance. Results showed students rank importance and satisfaction similarly, and students’ satisfaction with their skills exceeded employers’. Regressions showed student satisfaction with specific skills predict their perceived importance. Implications for curriculum development are discussed.

Real-time infection prediction with wearable physiological monitoring and AI to aid military workforce readiness during COVID-19

Infectious threats, like the COVID-19 pandemic, hinder maintenance of a productive and healthy workforce. If subtle physiological changes precede overt illness, then proactive isolation and testing can reduce labor force impacts. This study hypothesized that an early infection warning service based on wearable physiological monitoring and predictive models created with machine learning could be developed and deployed. We developed a prototype tool, first deployed June 23, 2020, that delivered continuously updated scores of infection risk for SARS-CoV-2 through April 8, 2021. Data were acquired from 9381 United States Department of Defense (US DoD) personnel wearing Garmin and Oura devices, totaling 599,174 user-days of service and 201 million hours of data. There were 491 COVID-19 positive cases. A predictive algorithm identified infection before diagnostic testing with an AUC of 0.82. Barriers to implementation included adequate data capture (at least 48% data was needed) and delays in data transmission. We observe increased risk scores as early as 6 days prior to diagnostic testing (2.3 days average). This study showed feasibility of a real-time risk prediction score to minimize workforce impacts of infection.

Community pharmacists workforce readiness to deliver vaccination services: A cross-sectional study from Jordan.

This study assesses Jordanian community pharmacists’ readiness and willingness to deliver vaccination services in their practice sites. Between February and April 2021, a self‐administered online questionnaire was distributed via social media, WhatsApp messages, and personal communication. The questionnaire targeted practicing community pharmacies. Descriptive and inferential data analysis was carried out. A total of 403 community pharmacists participated in the study. Almost 146 (36%) community pharmacists reported vaccinating patients in their practice sites. However, readiness assessment revealed that only 54 (13.4%) pharmacists received the required training and qualifications. Moreover, 33 (8.2%) study participants worked in adequately equipped and designed community pharmacies. Overall, surveyed participants held positive attitudes toward their involvement in vaccination services: 260 (64.5%) pharmacists were willing to vaccinate patients, and 227 (65.0%) out of unready, unqualified, participants were willing to get needed training and qualifications. According to study participants, regulatory and professional bodies (Ministry of Health, Jordan Pharmacists Association) are influential in supporting pharmacist‐vaccinators. Among the investigated factors, organizational structure and employment status were significantly associated with pharmacists’ readiness to deliver vaccination. This study revealed that further work is needed to increase pharmacists’ and pharmacies’ readiness to deliver vaccination services and that regulators should follow a more active approach in highlighting the importance of training and the impact of training in patients’ safety and satisfaction.